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Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia
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Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Studies in English Language and Education (SiELE) is a peer-reviewed academic journal published by the Department of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The journal presents research and development in the field of teaching and learning of English language, general linguistics and literature. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be rejected. Please submit your article through the online submission of this journal. You may address further inquiries to the Editor at sielejournal@usk.ac.id. From 2014-2020, SiELE Journal published twice a year, in March and September. From 2021 onwards, it publishes three times a year in January, May, and September. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 50 Documents
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Search results for , issue "Vol 9, No 3 (2022)" : 50 Documents clear
The interjection of ômma in the Acehnese language: A natural semantic metalanguage approach Rostina Taib; Mulyadi Mulyadi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (576.337 KB) | DOI: 10.24815/siele.v9i3.24688

Abstract

This paper examines the interjection of ômma in Acehnese language using a natural semantic metalanguage approach. The study employed a qualitative method using oral, written, and artificial data sources. Twelve qualified informants from three study locations, i.e., Aceh Besar, West Aceh, and South Aceh provided their consent to participate in this study. Meanwhile, written data were sourced from Acehnese books and previous studies, and the artificial data were used as complementary to oral and written data. The data analysis is presented using a distributional approach. In addition, the Natural Semantic Metalanguage (NSM) theory was also applied. The results show that the interjection of ômma in the Acehnese language expressed three semantic aspects, i.e., emotive, volitive, and cognitive. The emotive aspect includes expressions of amazement, surprise, and anger. In addition, the meanings of the interjection of ômma are highly dependent on the text and the context of the sentence. A chuckle of amazement, pleasant facial expression, hand-clap, head-shake, or thumbs-up accompanies the interjection of ômma expressing amazement. The interjection of ômma that expresses anger is accompanied by a sour facial expression, such as frowns and lip-biting, as well as a high intonation voice. In expressing a feeling of surprise, the interjection of ômma is accompanied by a voice that indicates joy and a happy facial expression. Meanwhile, the interjection of ômma expressing volition is accompanied by limb movements, either using hands, mouth, or face. The interjection of ômma that expresses the cognitive aspect is followed by movements or pats on the forehead or legs.
A linguistic study of English double negation and its realization in Arabic Sahar Abdulsalam Alshargabi; Dina Fahmi Kamil; Ali Hussein Hazem
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (850.107 KB) | DOI: 10.24815/siele.v9i3.24267

Abstract

The studies on multiple negation have been conducted intensively in linguistics, but very few studies have focused on multiple negation in Modern Standard Arabic (MSA). Although multiple negation appears in informal varieties, researchers find it an important topic for research. First, as linguists, we believe that all kinds of language varieties are worth studying. Second, the complexity of the structure of multiple negation raises queries about the difficulties that Arab students will encounter when they attempt to translate them from English to MSA. Our study focuses on double negation (DN) because, unlike other types of multiple negation, it yields a positive interpretation. This paper begins with a review of studies on multiple negation in English, MSA, and other languages, using a framework of generative grammar and the minimalist program. We then report on our empirical study of 60 randomly selected Arab students of English who were asked to translate 20 sentences containing multiple negation into MSA. To determine whether the intensity of their exposure to English would impact their understanding of these negative English structures, the students studying at levels two and four were selected. The students’ responses were quantitatively analysed. The results showed that MSA exhibits both DN and negative concord constructions. Moreover, the syntactic analyses of DN provided by Watanabe (2004) and Giannakidou (2000) concord with DN in MSA with some considerations. Additionally, all the sampled students had difficulty translating these types of sentences, indicating that intensity of exposure did not cause differences in performance.
Online project-based learning for ESP: Determinants of learning outcomes during Covid-19 Akhmad Habibi; Yasir Riady; Turki Mesfer Alqahtani; Ahmad Rifki; Nour Awni Albelbisi; Muhammad Fauzan; Habizar Habizar
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (808.261 KB) | DOI: 10.24815/siele.v9i3.24928

Abstract

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.
Correlation of EFL learners’ metalinguistic knowledge and grammatical accuracy Abdulaziz B Sanosi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (612.922 KB) | DOI: 10.24815/siele.v9i3.24615

Abstract

Grammar teaching has been a topic of debate for a considerably long time. Researchers and teachers discussed the benefits and shortcomings of its explicit instruction, which entails students’ awareness of metalanguage. Although much research has investigated metalanguage, its effect on improving students’ grammatical accuracy is still an unresolved issue, and the research concerning it is relatively limited. Nevertheless, it is widely recognised that metalanguage is beneficial for grammar teaching. Responding to this research gap, the present study investigated the relationship between EFL students’ metalinguistic knowledge and their grammatical accuracy. The researcher adopted a descriptive quantitative research design where two tests were administered to undergraduate participants (n=124). The tests scores were analysed using the Blackboard item-analysis tool and SPSS software to generate statistical information regarding the participants’ scores. The study findings revealed a significant positive correlation between the scores. This correlation was moderate and occurred at the students’ overall score level. Moreover, the study revealed a proper level of metalinguistic knowledge that was not in perfect parallel with students’ grammatical accuracy. The generated findings can provide insightful implications for grammar teaching. This finding is significant for EFL teachers as it supports claims on the importance of explicit grammar instruction. It is also essential for learners as they can use metalanguage to develop their learning. Moreover, the study suggests areas that may be helpful for researchers to further explore the issue.
The integration of Acehnese words in Kamus Besar Bahasa Indonesia Wildan Wildan; Denni Iskandar; Yusri Yusuf; Rahmad Nuthihar; Raiyana Putri Kana
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (773.068 KB) | DOI: 10.24815/siele.v9i3.26086

Abstract

This study aimed to investigate the integration of Acehnese words in Kamus Besar Bahasa Indonesia (KBBI, or Indonesia Dictionary). The contribution of Acehnese words enriches Indonesian vocabulary as the national language. This study followed the descriptive-analytical research method using observational and note-taking techniques. The data source was the online version of KBBI, available on the following web page: https://kbbi.kemdikbud.go.id/. The data comprised the Acehnese vocabulary registered on KBBI and became part of the country's national language. The data analysis used Miles et al.’s (2014) models, consisting of condensation data, display data, and conclusion drawing/verification. The results showed that 134 Acehnese words are integrated into Indonesian. The contribution of the Acehnese language to Indonesian was relatively small compared to the contribution of other local languages. Of 134 Acehnese words, they comprise nouns (70.90%), verbs (21.64%), adjectives (6.72%), and adverbs (0.75%). It was also revealed that the Acehnese words that had been integrated successfully into Indonesian came from 24 areas of use. Based on these findings, it can be concluded that the Acehnese language has enriched the Indonesian vocabulary, and this integration is integral to interlanguage word borrowing. The present study’s findings contribute to the national language digitalization policy, particularly the digitalization of the Indonesian language dictionary, especially to achieve the quality level of the national language dictionary.
Nasal verbalization of the Kanayatn Dayak Language Eusabinus Bunau
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.25324

Abstract

This research aims to study the feature of nasals in the Kanayatn Dayak language, spoken in West Kalimantan, Indonesia, and whether they are replacive or additive to particular initial phonemes of the root. The data were collected by recording and interviewing five informants of 45-55 years old native speakers of Kanayatn Dayak. Through the descriptive linguistics approach to describe the linguistic features of the nasals, this study revealed that the feature could be both replacive and additive, depending on the initial phoneme of the root word the nasals enter. These replacive and additive nasal verbalization processes function as class-maintaining and class-changing based on the root class to the nasals attached. As a replacive, the nasal verbalization process replaces the first phoneme of the root with nasals /m-/, /n-/, /ŋ-/, and nasal /ɲ-/. As additive verbalization, it is added to first phoneme of the root by employing allomorph /ma-/ and alternant /m-/, allomorph /am-/, allomorph /an-/ and alternant /n-/, and nasal /ŋ-/ and allomorph /ŋa-/. The replacive nasal verbalization makes the first phoneme of root covert. It is replaced with the replacive nasals. Then, the additive verbalization process maintains the first phoneme of the root staying overt. As a result, these additive nasals also create double homorganic-nasal oral consonants at the first phoneme of the verbs. The verbalization process involving additive allomorph only maintains the first phoneme of the root staying overt. In complex word formation, nasal verbalization creates active transitive and intransitive verbs.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans Saiful Akmal; Fitriah Fitriah; Intan Fadhilah
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23063

Abstract

The availability of the lesson plans as organized guidance for teachers is critical in achieving the objectives of English Language Teaching (ELT) in policy decisions, curriculum planning, and classroom implementations. However, it is unavoidable if teachers experience difficulties generating lesson plans, necessitating specific strategies to deal with the situation. This study aims to examine the challenges faced by state Islamic secondary school English mentor teachers in implementing lesson plans and the strategies they utilized to overcome those challenges. This study employed a qualitative research design utilizing data purposively gathered from the semi-structured interviews involving five English school mentor teachers from State Islamic Secondary School No. 4 in Banda Aceh. The findings revealed that teachers’ most significant challenges in implementing lesson plans were time constraints, format changes, administrative burdens, and students’ lack of interest. The study also found out that attending the MGMP (Musyawarah Guru Mata Pelajaran, or the Teachers Professional Development Forum), using a guidebook, asking for advice from colleagues, and using the internet as a learning resource are common strategies the teachers used in overcoming their challenges. It is expected that the impact of this study provides a practical and critical reflection to develop a more realistic and workable ELT lesson plan implementation for mentor teachers amidst their demanding roles and increased administrative responsibilities. This study also recommends that university/faculty administrators and lecturers be more attentive to courses related to lesson plan design, such as English Curriculum Design, English Course Design, and Micro Teaching.
A study on condolence strategies by Jordanian students at Irbid University College Yasser Al-Shboul
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24546

Abstract

This study aimed to investigate the strategies of condolence speech act as expressed by Jordanian students at Irbid University College and identified the respective role of social power and social distance in offering these strategies. It employed qualitative and quantitative research methods, and the study participants included 100 university students ranging from 19 to 23 years old. The data were collected using an adapted version of the discourse completion test and coded based on the coding schema. The results of the study demonstrated that praying for God’s mercy and forgiveness for the deceased was the most frequent strategy used by the participants, and expressing sympathy was the least frequently used strategy. When the power and distance aspects of the relationship between the speakers are concerned, the results showed that some of the strategies such as ‘praying for God’s mercy and forgiveness to be with the deceased' and ‘offering condolences’ are low-risk strategies to threaten the face needs of the bereaved people. Moreover, the results showed that the use of these strategies was mainly attributed to the participants’ culture, religious orientation, social power, and social distance between the interlocutors. Finally, some pedagogical implications and suggestions for future research are briefly discussed in this article.
Critical discourse analysis of cultural representations in EFL national commercial textbooks Diah Ayuni Ariawan; Joko Nurkamto; Sumardi Sumardi
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24579

Abstract

Mastering grammar and vocabulary in communication are seemingly insufficient for learners to communicate with different societies worldwide. For this rationale, cultures in ELT materials took a pivotal role in equipping learners with intercultural communicative competence (ICC). Hence, the researchers critically analyze two national commercial textbooks commonly used in senior high schools for the tenth and eleventh grades in any area to examine the elements of cultures and their representations. The researchers address this gap by adopting critical discourse analysis (CDA) to get a profound interpretation of data. The textual data was categorized, coded, counted, and finalized by creating a description. The result revealed that these textbooks contained elements of cultures; product (63%, 44%), person (13%, 42%), practice (19 %, 8%), and perspective (5%, 6%) in different proportions. The result also points out that there is an unbalance among culture-related items with 59%, 51% in source cultures, 11% and 26% in target, and 17% and 8% in international, which means target and international cultures are less than source cultures. This research also found universal cultures relating to cultures free in these textbooks with 13% and 18%, respectively. The finding indicated that both textbooks have imbalanced cultures, which means that target and international cultures were under-represented. The researchers suggest that other Southeast Asian, African, and Russian cultures must be considered in the textbooks. Furthermore, this research expects the stakeholders to be more concerned with designing, concerning, and choosing suitable textbooks to equip learners with diverse cultures.

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